A.

STANDARDS

1. Provide a comprehensive narrative description of the various Standards,

Assessment Anchors, and Eligible Content (aligned with the different
standards.)
There are various types of standards on the PDE SAS website. One of
those types of standards are the PA core standards. The standards are organized
by subject and by grades. The subjects are: English Language Arts, Mathematics,
and Reading and Writing for Other Subjects. There are two English Language
Arts standard packets, one if for grades prek-5 and the second one is for grades 6-
12. There is only one math packet of standards that is for grades prek-12. Under
the Reading and Writing for Other Subjects there are four different sections. The
four sections are Reading for science and technical subjects grades 6-12, writing
for science and technical subjects grades 6-12, reading for history and social
studies grades 6-12, and lastly writing for history and social studies grade 6-12.
The only standards under Reading and Writing for Other Subjects, are for older
grades. The core standards are the overarching standards. Every other standard
relates to the PA Core standards.
Another type of standards are the academic standards. There are 13
different subject areas of standards that are considered academic standards. The
first subject is Science and Technology and Engineering Education. This subject
has three different standard packets, there is one for primary grades, one for
elementary grades, and lastly one for secondary grades. Another subject area is
Environment and Ecology. The Environment and Ecology subject has two
different standard packets. One packet is for the primary grades and the other
packet is for elementary and secondary grades. The next few subject under the
academic standards are Civics and Government, Economics, Geography, and
History. All of the subjects mentioned in the previous sentence have three
different packets under each subject. Each subject has one for primary, one for
elementary, and one for secondary grades. The next subjects that will be listed
only have one packet of standards for each different subject. Those subject areas
are Arts and Humanities, Health, Safety and Physical Education, Family and
Consumer Sciences, World Language, Career Education and Work, Drivers
Education, and Business, Computer and information Technology. The academic
standards are the standards for the specific content area. Academic standards are
designed for every educational area.
The next type of standards is the PA English Language Proficiency
Standards. There is only one type of standard packet under the English Language
Proficiency Standards. In the standard packet, the standards have four main
topics, they are writing, speaking, reading, and listening. These standards have
different levels and focus on the use of language.
The next type of standards is the PA Early Childhood Education
Standards. There are six different Early Childhood Education standard packets.
The first standard packet is for infant-toddler aged children. The second packet is
for children who are pre-kindergarten age. The next standard packet is for
 children who are kindergarten age. There is also a standard packet for first grade
age student and one for second grade age student. Lastly, there are standards for
the continuum. The PA Early Childhood Education standards are designed to
ensure that young aged children are making adequate progress in areas that should
be.
The last type of standards is the American School Counselor Association
National Standards for Students. These standards are about behavior and mindsets
of students. Underneath the Behavior standards, are subcategories such as self-
management skills, social skills, and learning strategies. The American School
Counselor Association National Standards are research based standards.

There are three different types of assessment anchors and eligible content.
The first type is the PA Core Assessments Anchors and Eligible Content. The PA
Core Assessment Anchors and Eligible Content has two subcategories that are
English Language Arts and Mathematics. Under English Language Arts and
Mathematics, there are assessment anchors and eligible content packets for each
grade (3-8) and a glossary. The next type of assessment anchors and eligible
content is the PA Assessment Anchors and Eligible Content. Assessments anchors
and eligible content in this section focus on science. There is a Science
Introduction and Glossary and Science Assessment Anchors and Eligible Content.
Under the Science Introduction and Glossary there is a science introduction and
science assessment glossary packet. The Science introduction section focuses on
the state assessments in the grades 4, 8, and 11. The science assessment anchors
and eligible content has assessment anchors packets for each grade going from 3rd
grade to 8th grade. The last type of assessment anchors and eligible content is PA
Assessment Anchors and Alternate Eligible Content. There is an English
Language Arts section and a Mathematics section. Both of the sections have
packets that show the content across grade levels, and there is a packet for each of
the following grades: 3, 4, 5, 6, 7, 8, and 11. Both the PA Core Assessment
Anchors and Eligible Content, and the PA Assessment Anchors and Alternate
Eligible Content focus on the core subjects of English Language Arts and
Mathematics across different grade levels and they both have the eligible content
which covers skills concepts that will be evaluated on the state assessments.
However, the PA Assessment Anchors and the PA Alternate Eligible Content also
have information about the eligible content that covers skills and concepts that
will be on the alternate state assessments.

2. Provide a description of the different views of the Standards and state the
most efficient way for you to find the information to meet your needs as a
future teacher. Explain your reasoning.
a. There are multiple ways to view standards. As an educator who is trying to
find a standard, you can search the standards, view the standards
vertically, download all of the standards, or search by grade and subject.
b. When you search through the standards, you search by keyword. You can
also set up preferences to narrow the search down, some examples of
preferences that may be used are; grades and subjects. The standards that
match the keyword and or description will be displayed below.
c. Another option to view the standards is by viewing them vertically.
Viewing the standards vertically allows for a person to see how a standard
progresses through different grades. When using the vertical viewer, you
can choose the grade and/or subject as your way to search. Once the
search has been made, a list of topics is displayed. You can click on a
topic such as Numbers and Operations, and view different standards that
are related to that topic. The standards start off easier and increases in
difficulty the further down the page a standard is. The vertical viewer also
allows a person to look at one standard and compare it to how it
progresses throughout the different grades.
d. Another way to view the standards is by downloading the standard packets
to a computer. The standard packets are organized by subject, there is an
English Language Arts, Mathematics, Reading for Science and Technical
Subjects, Writing for Science and Technical Subjects, Reading for History
and Social Studies, and Writing for History and Social Studies. Each
packet has multiple grades and standards stated in them. The grades are
displayed starting at the youngest grade level and going to the oldest
grade. This means that a person is able to view how a standard progresses
through the grade levels. The standards are organized by topics and then
next to that the actual standards are listed. The standards progressively get
harder.
e. Another way to view the standards is by clicking View the Standards.
You can view the standards by searching by the grade and by the subjects.
The standards are organized by standard area. Each standard area has a
few actual standards listed under them which progressively gets harder.
f. In my future career, I will most likely use the vertical viewer to view the
standards. The vertical viewer will be helpful in my future because I will
 be able to see the information that the students should have already
learned right away. That will greatly influence my lesson plans and what I
teach the students. I also will be able to view the information that the
students need to know for the next grade so that I can teach the students
what they will need to know for their next class. Preparing the students for
the following class is helpful for their next teacher but it also will benefit
you, because that practice will rub off on other educators.

3. Provide a comprehensive narrative description of the PDF files that can be

downloaded. Explain how you can use these documents when you become a
classroom teacher
a. The PA Core Standards, PA Academic Standards, PA English Language
Proficiency Standards, PA Early Childhood Education Standards, and
Additional Standards are all PDF files that can be downloaded. The
standards described in these sections can cover all of the different subjects
like mathematics, English Language Arts, Science, Geography, and plenty
of other subjects. The standards that are downloadable will be used in a
classroom by influencing my lesson plan. The standards are used to ensure
that all of the students are learning the same thing.
b. The PA Core Assessments Anchors and Eligible content, PA Assessment
Anchors and Eligible Content, and PA Assessment Anchors and Alternate
Eligible Content all are anchors and eligible content that are
downloadable. They are used in the classroom to ensure that the students
are learning the skills and concepts that will be on the state assessments.
c. The assessment anchors for each of the Keystone exams subjects are
downloadable. These anchors may be used in the classroom by making
sure that the students are learning the concepts that will be on each of the
keystone exams.
d. The last downloadable section is the PA Core Implementation. Under this
section you can download PA Core Standards, PA Core Appendices, PA
Core Curriculum Framework, PA Core Resources, PA Core Crosswalks,
PA Core ELA Training Modules, PA Core Mathematics Training
Modules, ELA Emphasis Guides, and Mathematics Emphasis Guides and
Cluster Matrices. This provides resources for teacher to use in their
classroom to enhance how they teach the common core.

4. Explain ways the Standards section of the Portal will help you have a more
complete understanding of the Standards for your subject area or teaching
area?
a. The standards section of the website allows a person to have options about
how they view the standards. This helps a person have a better
understanding of the standards because they can view one standard
throughout the grades. This allows a person to see how the standards
 progress throughout each grade. That results in a teacher having complete
knowledge in the subject area and knowing skills that student should
already have. Another reason the standard section helps teachers
understand the subject area is because they can view all the standards in
that subject at one time and really grasp an understanding of what the
students need to know.

5. Explain the relationship between the standards, assessment anchors, and

eligible content. Provide an explanation of why it is important for teachers to
understand this relationship in order to address the academic needs of
students.
a. The eligible content and the assessment anchors both focus on ensuring
that the students are learning the concepts and skills required to take state
assessments. Assessment anchors represent subject matter that is on the
PSSA. While eligible content is a more specific description of the
concepts that are on the PSSA and they help identify the range of content
that will be covered on the assessment. The standards provide what is
essential for students learning in all academic areas, and they offer the
targets instruction. It is important that educators understand the difference
between standards, assessment anchors, and eligible content because they
each play a different role in educating the students. Each one essential to a
students success, and an educator needs to understand each one so that
they can successfully use them in their classroom.

6. Compare and contrast the implementation resources and fact sheets for
various constituents? Explain your reasoning.
a. On the PDE SAS website, there are multiple resources and fact sheets
about implementing the PA Common Core. One of the many resources on
the website are factsheets for leadership. The leadership fact sheet
discusses the meaning of the PA Common Core and steps to implement it.
Another resource on the website is the factsheet for teachers. The teachers
fact sheet has ways to implement the PA Common Core, and it has
information about what a teacher can do now. There is also a fact sheet
created for students. The fact sheet discusses what the PA Common Core
mean to a student and why the standards are important. There is also a fact
sheet for businesses and communities. This fact sheet describes what the
standards mean to the business and community, provides them with what
they can do now, and additional resources. The last resources provided on
the website is the higher education fact sheet. The fact sheet includes what
the standards mean, how to implement and extra resources.

7. You are a 5th grade Math teacher and have been asked to be a member of
your districts math curriculum team. A primary concern of the team is
making sure the content and skills students are learning are increasing in
sophistication and complexity as they move up in grades. Which view will
 give you and the team the best look at the progression of Standards? Explain
your reasoning.

a. The vertical viewer will give my team and I the best view on looking at
the progression of standards. The vertical viewer shows one standard and
its progression throughout different grades.

B. ASSESSMENTS

1. Explain ways you will use the information on the PSSA (assessment anchors
and eligible content) to support student academic achievement.
a. I would use the information presented under the PSSA tab
by tailoring my lessons to the assessment anchors and the eligible
content to ensure that my students are learning the skills and concept
that are on the PSSA. The information directly describes what the
student should do. I would also use this information to determine the
accommodations that I am able to give to my students. This section
also provides the testing window, so I would be able to know when
the students have to be prepared to take the test. The information
about the PSSA assessments are organized by subject and then they
are organized by grade. Each packet has an assessment anchor that
gives the overarching idea of the content. The packet also has a
descriptor of the content which goes into more detail about what will
be stated in the eligible content. The eligible content is then
explained. The eligible content is the most specific form about the
content, there is a possibility that there will be multiple eligible
contents, under one assessment anchor.

2. Explain ways you will use the information on the Keystone Exams and the
Reference Materials to support these end-of-course assessments and student
achievement?
a. There is a lot of resources provided under the Keystone
Exam section. One of the most useful parts under this section is the
parent overview segment. The parent overview is also written in
Spanish. This will be useful in my future classroom because it has
questions that may be frequently asked by the parents, and the
answers are in parent friendly terms. I would not just tell the parents
to go to the website, I would explore it with them and a print a copy
out for them. Under the Keystone Exam section, the
accommodations for the Keystone Exams are written out. This will
be useful for me because I will know what accommodations
students can receive, that will affect my instruction. The Keystone
Exam information packets are organized by subject; English
Language Arts, Mathematics, Science, and Social Studies. In each
subject, there is a glossary and sample questions, this would be
extremely useful in my future classroom because I could create
questions that are similar so my students know how the questions
are set up. I would also use the glossary by making sure that the
students know the important terms on the Keystone Exams, so that
during the testing time, they do not have a language barrier of
coming across unknown vocabulary and not being able to answer
the question as a result. Each subject also has a PLD packet. PLD
stands for Performance Level Descriptors. The PLD describes the
level at which a student will be performing at for the student to be
considered basic, proficient, and advanced in that subject area. I
will give my future students formative assessments that assess the
same information described in the PLD section so that I can
compare the results to the PLDs described in the Keystone Exam
section.
 3. Choose a subject area and grade level or course of interest to you. Using the
Assessment Builder, browse assessment items in your chosen subject
area/grade level/course and create an assessment with at least 5 items. Print
out and/or attach your assessment to this report.

Student verison
1. What is this article mostly about?
(A)
the weight of a cloud
(B)
the color of clouds
(C)
 what makes a cloud
(D)
why clouds are fluffy
2. What do you do right after you pour most of the water out of the jar?
(F)
Find an adult helper.
(G)
Fill the jar with hot water.
(H)
Fill the strainer with ice cubes.
(J)
Put the strainer over the jar.
3. Which item do you need for Step 1?
(A)
a jar
(B)
a strainer
(C)
ice cubes
(D)
crayons
4. What item is not in the article but would be helpful for Step 1?
(F)
a clock
(G)
an ice cube
(H)
an umbrella
(J)
a cotton ball
5. What is the main purpose of this article?
(F)
to list the types of clouds
(G)
to tell a story about a cloud
(H)
to give information about clouds
(J)
to show how to color a cloud

Teacher Version
1. What is this article mostly about?
(A)
the weight of a cloud
(B)
the color of clouds
 (C)
what makes a cloud
(D)
why clouds are fluffy
Correct Answer
(C) what makes a cloud

2. What do you do right after you pour most of the water out of the jar?
(F)
Find an adult helper.
(G)
Fill the jar with hot water.
(H)
Fill the strainer with ice cubes.
(J)
Put the strainer over the jar.
Correct Answer
(J) Put the strainer over the jar.

3. Which item do you need for Step 1?

(A)
a jar
(B)
a strainer
(C)
ice cubes
(D)
crayons
Correct Answer
(A) a jar

4. What item is not in the article but would be helpful for Step 1?
(F)
a clock
(G)
an ice cube
(H)
an umbrella
(J)
a cotton ball
Correct Answer

(F) a clock

5. What is the main purpose of this article?

(F)
 to list the types of clouds
(G)
to tell a story about a cloud
(H)
to give information about clouds
(J)
to show how to color a cloud
Correct Answer
(H) to give information about clouds

Link to assessment
https://www.pdesas.org/Assessment/Assessment/PreviewAssessment?tagIds=23
497,14122&profileTagGroupId=undefined

4. Explain one way the Classroom Diagnostic Tools will enable you to target
student needs in your future classroom.
a. The Classroom Diagnostic Tools will enable you to target
students needs in your future classroom because it describes the
students strengths and their area that they need to improve. There
is also a section where students write their own goals about what
they want to improve for next time. Having the student write their
own goals will give them more of an ownership over their learning
outcomes. The entire purpose of the CDT is to guide instruction by
providing the student and teacher with supports. It may provide
information about how and why the student is struggling
5. Explain how schools can use CDT to improve students academic
performance.
a. Schools can use Classroom Diagnostic Tools to improve
students academic performance by providing information about the
student. The information provided will give the school information
about the students strengths and weaknesses, which will allow the
school to tailor instruction to the students needs.
6. Explain how schools can use Assessment Literacy resources to assist
teachers to understand the role of assessment to improve students academic
performance.
a. The teachers understanding of the section of Assessment
Literacy improves student academic performance because it trains
teachers to design assessments and how to use those assessments.
There is a very in depth PowerPoint about how to design an
assessment along with materials, handouts guide and references. In
this section, there is also a very descriptive PowerPoint about the
forms that go along with assessments. The assessment literacy
section also has a part that trains an educator on how to score the
assessments. In the assessment literacy section, there is also a
performance standards, data analysis, and a review. Every section
 has a very descriptive PowerPoint that trains and educator on how
to complete them. It is extremely important for an educator to
understand these six modules so that they can create appropriate
assessments that reliably and validly assess a students learning.

C. CURRICULUM FRAMEWORK

1. Use paraphrasing to comprehensively describe each of the

components of the Curriculum Framework. (You may use your
textbook and class discussions to support your description)
i. In the curriculum framework, there are definitions given for big
ideas, concepts, competencies, and essential questions. In the
curriculum framework section, there are materials and resources for
English Language Arts, Mathematics, and Science. In the Curriculum
Framework section, you can also search by grade, course, or subject.
Those results will provide you with information about long term goals
for a student and big ideas. If you expand a big idea it will provide you
with possible essential questions. You can also expand on a potential
essential question. When expanding on an essential question, the
concept is stated along with competencies, vocabulary, standards and
eligible content when appropriate. The curriculum framework provides
an educator with a big idea, essential questions that are aligned with the
big idea, and it also lists the standards along with what the student
needs to know. This section delivers an educator with a lot of
information on ways to create a curriculum that is aligned to standards.

ii. A person can also view the big ideas and essential questions by
viewing the packets based on the subject area such English Language
Arts, Science, and Math. Under the English Language Arts there are a
lot of different topics that have resources, examples of those topics are;
big idea and essential questions, foundational skills, reading
informational text, reading literature, writing, listening and speaking.
Under the Math portion, there are multiple topics discussed. Examples
of those topics are long term transfer goals, big ideas, and essential
questions, grade level curriculum framework, Prek-12 frameworks by
reporting category, grade level concepts and competencies, and grade
level mathematics practice. Each topic has different resources to help
teachers create a curriculum framework. Under the science section of
the curriculum framework there are multiple resources for a teacher to
use. Some of the topics that have resources are k-12 unifying theme, k-
12 inquiry and design, grade level curriculum framework, K-12
framework by discipline, long term transfer goals, big ideas, and
essential questions. Each of the topics provides educators with a lot of
different resources to utilize when planning.
2. Explain why the curriculum framework is presented as the Big Idea,
essential questions, concepts, competencies, vocabulary to teach; and,
then associated with assessment anchors and eligible content.
i. The curriculum is presented as the big idea, essential questions,
concepts, competencies, and vocabulary to teach because as an
educator you create the big idea first and then design the smaller
parts of a lesson.

3. Explain how you will use the Curriculum Framework materials in

SAS to support unit and lesson design.
i. I will use the resources in the curriculum framework to use while
designing my lessons by creating my lesson based on them. The
resources in this section are all aligned to the standards already so
that will help me create standard aligned lesson plans. This section
will also help me improve lesson plans that I already created by
strengthening my big ideas and or essential questions.

4. Thoroughly examine the Big Ideas and Essential Questions from ELA
and Math. Discuss how cross-curricular alignments can be made
using the Big Idea and the Essential Question(s) to reinforce
understanding and promote student achievement.
i. Big Ideas and Essential Questions can be used cross-curricular
when teaching math and ELA because a lot of the topics that are
taught in English Language Arts will also be used in math.
Students need to be able to comprehend what they read in English
language arts, but they also need to be able to comprehend what
they read during math. Comprehension in math is important when
a student is completing word problems or following written
directions. That was just one way that big ideas and essential
questions can be used cross-curricular, there are many other ways.

5. Thoroughly examine the Science K-12 Unifying Themes. Discuss how

instruction/concepts/knowledge and skills will vary across the grades
while educators address the unifying themes.
i. In the science k-12 unifying themes, the skills students are
expected to use intensify in difficulty as the grades increase. What
is expected of the student grows in also throughout the grades. For
example, k-2 may only have one or two boxes of concepts a
student should know, while grades 9-12 may have 3 or 4 boxes of
content that are required to know. Throughout the grades there is
unifying theme.

6. Explain why teachers need to use the ELL Overlay materials and
resources.
i. Teachers need to use the ELL overlay materials and resources
when teaching students who are English language learners because
 this section provides an educator with a lot of crucial information.
There are ELL overlays for literacy subjects such as listening and
reading, and speaking and writing. The ELL overlay in the
mathematics portion has subject for listening and reading, and
speaking and writing. The overlays describe a classroom context,
cognitive function for that classroom context, along with a lot of
other information about one concept. There are multiple concepts
for one classroom context. For each concept, there is
competencies, and what the student should be doing with that
concept at five different proficiency level. It is important for a
teacher to understand this section so that they can ensure English
language learner is making adequate progress.

7. Select one ELL Overlay content grade band, provide an example of

the use of the materials for real children to design instruction.
i. The content is English Language Arts- listening and reading, and
the grade is 1st-2nd grade. The concept that has been chosen is
critical listening and the student is at the emerging level. I would
choose a text that is at the students level, is interesting to them,
and has pictures. I would have the student read the book or I would
read the book, depending on the student. When I would come
across a picture I would ask the student questions that match
illustrations in text. The instruction that I would design would be
more based around the students individual needs.

D. INSTRUCTION

1. Explain the each of the four domains of the Danielson Model for
teacher effectiveness.
i. There are four domains of the Danielson Model for teacher
effectiveness. The four domains are 1. planning and preparation, 2.
Classroom environment, 3. Instruction, 4. Professional
responsibilities. Each of the domains has five components to them.
Although each component has multiple elements attached to it.
ii. The first domain is planning and preparation, and it has six
components that will be discussed below. There is an overarching
rubric for this domain. However, each component of the domain
has the same rubric attached to it. The components and elements of
the first domain also have PD modules, to access those modules
you have to sign in.
1. The first component is demonstrating knowledge of
content and pedagogy. This component has three different
elements involved with it. The three elements are
knowledge of content and structure of the discipline,
knowledge of prerequisite relationships, and lastly,
knowledge of content-related pedagogy. The second
 component is demonstrating knowledge of students. There
are five different elements to this component. The elements
are knowledge of the learning process, knowledge of
students skills, knowledge, and language proficiency,
knowledge of students interests and cultural heritage,
knowledge of students special needs. Another component
of the first domain is setting instructional outcomes. There
are four elements to this component. The elements are
suitability for diverse learners, balance, clarity, and value,
sequence, and alignment. The fourth component of the first
domain is demonstrating knowledge of resources. Under
this component there are three elements stated. Those
elements are resources for classroom use, resources to
extend content knowledge and pedagogy, and resources for
students. An additional component of the first domain is
designing coherent instruction. This component has a total
of four elements in it. The elements that are under the
component of designing coherent instruction is
instructional materials and resources, instructional groups,
and lesson and unit structure.
iii. The second domain of the Charlotte Danielson Framework for
Teaching is the classroom environment. This domain has five
components that are associated with the classroom environment.
The domain has a rubric attached to it that is the same as the
rubrics attached to each component rubrics. Each element and
component that is stated under this domain, has PD modules that
are aligned.
1. The first component of the second domain is creating and
environment of respect and rapport. This component has
two different elements that fall under it. The elements are
teacher interaction with students and student interaction
with other students. Another component is establishing a
culture for learning. There are three elements that fall under
this component. Those elements are importance of the
content, expectations for learning and achievement, and
lastly, student pride in work. The third component of this
domain managing classroom procedures. There are five
elements that are similar to this component. These five
elements are management of instructional groups,
management of transitions, management of materials and
supplies, performance of non-instructional duties, and
supervision of volunteers and paraprofessionals. An
additional component is managing students behavior.
Managing students behavior has three components that fall
under this category. Those three elements are expectations,
monitoring of student behavior, and response to student
 misbehavior. The last component of the second domain is
organizing physical space. The fifth component has two
elements associated with it. Those two elements are safety
and accessibility, and arrangement of furniture and use of
physical resource. Each element and component has
modules attached to them.
iv. The third domain of the model is Instruction. This particular
domain has five different components that are associated to it.
Along with the domain, each component has the identical rubric
attached to it.
1. The first component of this domain is communicating with
students. Under this component there are four elements
written and those are expectations for learning, directions
for procedures, explanation of content, use of oral and
written language, and using questions and discussion
techniques. The next component is using questioning and
discussion techniques. This component has three elements
involved with it. Those elements are quality of questions,
discussion techniques, and student participation. The third
component of the domain Instruction is engaging students
in learning. The third component has four elements that fall
under it and they are activities and assignments, grouping
of students, instructional materials and resources, and
structure pacing. Another component is using assessment in
instruction. Again, this has four elements that are attached
to the component. Those elements are assessment criteria,
monitoring of students learning, feedback to students, and
student self-assessment and monitoring of progress. The
last component of this domain is demonstrating flexibility
and responsiveness. There are only three elements attached
to this last component. The elements described are lesson
adjustment, response to students, and persistence.
v. The last domain of the model for Teacher Effectiveness is
professional responsibilities. This domain has five different
components to it and multiple elements that are attached to the
components. The domain professional responsibilities has rubrics,
and different modules that educators can use.
1. The first component that is part of the last domain is
reflecting on teaching. The component has two different
elements that are aligned with it. Those elements are
accuracy, and use in future teaching. The second
component is to maintain accurate records. Under this
component, there are three elements. The three elements
described in this section are student completion of
assignments, students progress in learning, and non-
instructional record. Another component is communicating
 with families. The elements that fall under this component
are information about the instructional program,
information about individual students, and engagement of
families in the instructional programs. An additional
component is participating in professional community. The
four elements that are attached to this component are
relationship with colleagues, involvement in culture of
professional inquiry, service to the school, and participation
in school and district projects. The next to last component
of the domain is growing and developing professionally.
This component has the following elements; enhancement
of content knowledge and pedagogical skill, receptivity to
feedback from colleagues, and service to the profession.
The last component of the domain is showing
professionalism. This component has five elements
associated with it. The elements are integrity and ethical
conduct, service to students, advocacy, decision making,
and compliance with school and district regulations.

2. Explain how these domains apply to teachers of students with each of

the following disabilities: Autism/MDS/Life skills, Emotional Support,
and Learning Support.
i. Each of the four domains apply to teachers of students who have
one of the following disabilities: Autism, MDS, Life Skills,
Emotional Support, and Learning support in a few ways. The
domains should be applied to every teacher, but it especially
applies to teachers of the previously mentioned disabilities. The
first domain is planning and preparation and teachers of those
disabilities are required to careful plan and prepare for every little
day. For example, it is typical that a student who has Autism,
needs structure, they need the same schedule every day. That
statement is true for other disabilities as well. The students may get
set off if things are different so it is important that a teacher
carefully plans every minute of the day out with the students in
mind. The next domain is the classroom environment, this is
especially important for teachers who educate students who have
autism/MDS/Life Skills, emotional support, and learning support
because those students need to be in the environment that supports
their disability. Students who require wheel chairs or other
equipment need more space in the physical room. While a student
who has an emotional disturbance should have motivational and
colorful objects around the room. The third domain is instruction.
The type of instruction given to a student who has a disability
should be prudently thought out. The instruction should keep the
students engaged in their learning while using questioning
techniques. This will help students gain a complete understanding
 of the content. This also provides different types of instruction,
because students who have disabilities may need multiple means of
representation to learn. An educator needs to understand this so
that they can teach their students. The last domain is professional
responsibilities. A teacher should keep the components of this
domain in mind while teaching Autism/MDS/Life skills,
Emotional Support, and Learning Support. A teacher needs to use
this domain and all of its components while instructing students
because they need to maintain accurate records to ensure that
students are making progress. AN educator also needs to grow and
develop professionally to make sure that they are giving the best
possible instruction to a student. Teachers need to stay informed
about topics in the education world because they affect them and
their students.

3. Provide a comprehensive explanation of Student Learning Objectives.

i. Student learning objectives a learning goal that is specific and
there it is stated the measures that are used to track students
learning progress. Student learning objectives also referred to as
SLO can be used for any grades, subjects, or group of students.
Key elements that an SLO should have are clear of identification
of student population, specific time period, rigorous yet realistic
expected student growth or achievement target to be met by the
students, strong rationale for the expected student growth,
assessment of student progress, and strategies for achieving SLO.
Student learning objective are very important learning goals.

4. Explain why understanding SLO is important to special education

teachers
i. Understanding how write a Student Learning Objectives is
important for a special education teacher to know. A special
education teacher will need to write those types objectives for their
students almost all the time. A special education teacher will also
have to implement already written SLOs, this will require them to
have an understanding of what they mean.

5. Explain how you will use Student Learning Objectives in your future
to become a more effective teacher.
i. I will use student learning objectives to become a more effective
teacher by using SLOs to set goals for my students. This will also
be helpful in my future career because if a colleague of mine hands
me a students SLO. If it is expected of me to know how to
implement instruction that is aligned to that SLO, I will need to
know how to read and comprehend the information that is provided
in the SLO.
E. Materials & Resources

1. Explain how teachers should use the Search to identify relevant

resources for designing unit and/or lesson plans.
i. The search option allows educators to find a lot of relevant
resources when trying to plan a unit or lesson. When searching
for a keyword, subject, or grade, a person can also filter by
content type. Some ways that a subject can be filtered is by
professional development, videos, assessment, safe schools
resources, educational resources, PA educator created content,
instructional content, lesson unit plan, and web-based content.
The search area has a lot of resources that will be very useful. It
has activities, lessons that are aligned to standards, and different
materials that can be used for practice. Using the search engine,
pulls up all content that is related to what was searched.

2. Explain how teachers should use the content collections as a

resource for designing effective instruction for students.
i. Teachers should use the content collections as a resource for
designing effective instruction for students by viewing all the
organizations that provide materials and resources. There are a
number of organizations that provide materials for educators. A
teacher should use those services to provide students with high
quality instruction. It also provides standards, and some have
lesson plans that are aligned to standards and the topic.

3. Copy and submit one grade level unit, lesson plan, eligible content, etc
from EACH CONTENT AREAS. Include all the relevant resources
for one of the content area lesson plans.
i. Unit: 1st grade literacy- introduction to analyzing text (L-1-1)
1. The related academic standards are CC.1.2.1.A: Identify
the main idea and retell details of text. CC.1.2.1.B: Ask and
answer questions about key details in a text. C.C.1.2.1.G:
Use the illustrations and details in a text to describe its key
ideas. CC.1.3.1.A; Retell stories, including key details, and
demonstrate understanding of their central message or
lesson.
2. There are no assessment anchors or eligible content for this
lesson.
3. The objectives for this lesson are: This unit will prepare
students for in-depth text analysis and discussion that
continue throughout the year. The student will: Determine
the central message of a story, describe key ideas by using
illustrations and details in an informational text, and
identify main idea and key details to an information text.
4. The essential questions are. How do strategic readers create
meaning from informational and literacy text? How does
interaction with text provoke thinking and response? What
is this text really about? How do strategic readers create
meaning from informational and literary text? What is the
text really about? How does interaction with text provoke
thinking and response?
5. Formative assessment:
a. Multiple Choice Items: Read aloud the questions
and answer choices.
1. Which words mean the big idea of a story?
Akey details
B central message
C informational text
2.Which word means a picture or drawing an author
uses to helps us understand the text?
A illustration
B detail
C lesson

b. Multiple-Choice Answer Key: 1. B 2. A

6. Performance Assessment:

a. Materials:
literary and informational books at students
reading levels
a sheet of paper for each student
colored pencils, crayons, markers
7. Instructions: Allow each student to choose a book. If two
students choose the same book, have them sit together to
share the book, but have each student complete the rest of
the activity independently. Say, After you read your book,
you will make a poster for that book. Model how to make
a poster as you give the instructions. Say, At the top of the
poster, write the title of the book. Write a title on a paper
or on chart paper for students to see. Say, In each corner
of the poster, write a detail from the book. Demonstrate
how to do this. Say, Then draw a picture that represents
the central message or main idea of the book. Write the
central message or main idea in a sentence under your
illustration. Demonstrate by drawing a picture and writing
a sentence. Then give each student a sheet of paper to make
a poster. Have students share their posters with peers. Have
them explain the details they chose and how those details
led them to the main idea or central message. As students
 are working, circulate around the room and provide
assistance as needed.
a. NOTE: As an alternative activity, you might have
students cut their completed posters into five-piece
puzzles (4 corners + center). Students could then
work in pairs to exchange puzzles and put them
together to identify the details and central message
or main idea of their partners text.
8. Performance Assessment Scoring Rubric:
Points Description
Student response demonstrates mastery of the concepts taught in the unit by
successfully completing all three requirements:
3
identifies key details
identifies the central message or main idea
explains his or her work
Student response demonstrates familiarity with the concepts taught in the unit by
2
successfully completing two of the requirements.
Student response demonstrates insufficient understanding of the concepts taught in
1
the unit by successfully completing only one of the requirements.
0 Student response demonstrates no understanding of the concepts being tested.

9. Lesson plan: Determining the central message or lesson of

a story
a. Standard: CC.1.2.1.A: Identify the main idea and
retell details of text.
b. Objectives: This lesson introduces the idea of
central message or lesson. Students will: define the
terms central message or lesson. Identify key details
that lead the reader to the central message or lesson
of a story. Identify the central message or lesson of
a literary text.
c. Essential Questions
How do strategic readers create meaning
from informational and literary text?
What is this text really about?
How do strategic readers create meaning
from informational and literary text?
What is this text really about?
d. Vocabulary: Central Message: The big idea of a story.
Lesson: What an author wants the reader to learn from
a story. Key Details: Important pieces of information
that support the central message or lesson of a story.
e. Duration: 60 minutes/2 class periods
f. Prerequisite Skills: no prerequisite knowledge
needed.
g. Materials
a bag or small box containing three or four
objects related to a central idea (e.g., A fishing
lure, fishing line, a hat, and a bobber are objects
related to going fishing.)
The Very Cranky Bear by Nick Bland. Hodder
Childrens Press, 2010. This book was chosen
because it has a rhythmic dimension that
presents a story about friendship and kindness.
Alternate books should be stories that have a
clear central message or lesson. Examples
include the following books by Jan Brett:
The Mitten. Putnam Juvenile, 2009.
Town Mouse, Country Mouse. G.P. Putnams
Sons, 1994.
Comets Nine Lives. Puffin, 2001.
Daisy Comes Home. Puffin, 2005.
Teachers may substitute other books to provide
a range of reading and level of text complexity.
enough literary texts for each student to have
one at his/her reading level
copies of Central Message graphic organizer (L-
1-1-1_Central Message Graphic
Organizer.docx)
h. Related Materials & Resources
a bag or small box containing three or four
objects related to a central idea (e.g., A fishing
lure, fishing line, a hat, and a bobber are objects
related to going fishing.)
The Very Cranky Bear by Nick Bland. Hodder
Childrens Press, 2010. This book was chosen
because it has a rhythmic dimension that
presents a story about friendship and kindness.
Alternate books should be stories that have a
clear central message or lesson. Examples
include the following books by Jan Brett:
The Mitten. Putnam Juvenile, 2009.
Town Mouse, Country Mouse. G.P. Putnams
Sons, 1994.
 Comets Nine Lives. Puffin, 2001.
Daisy Comes Home. Puffin, 2005.
Teachers may substitute other books to provide
a range of reading and level of text complexity.
enough literary texts for each student to have
one at his/her reading level
copies of Central Message graphic organizer (L-
1-1-1_Central Message Graphic
Organizer.docx)
i. Formative assessment: This lesson focuses on using
key details to determine the central message or lesson
of a story.
Make annotations while circulating around the
room, observing students as they talk about the
key details and the central message or lesson.
Use the following checklist to assess students
progress toward the goals of the lesson:
Student can explain the terms key
details and central message or lesson.
Student can identify key details that support the
central message or lesson in a story.
Student can analyze the key details to determine
the central message or lesson of a story.
j. Suggested Instructional Support: Scaffolding, Active
Engagement, Modeling, Explicit Instruction

W: Help students use key details to determine the central message or lesson of a story.
H: Engage students by having them identify objects in a bag and determine the central idea to which the o
E: Explain what a central message is and model for students how to use key details to determine the cent
Have students work individually or in small groups to read a story and document the key details on a g
R:
analyze the key details to determine the central message/lesson of the story.
E: Allow students to share their knowledge with peers, explaining the key details that helped them determ
Through teacher modeling and small-group work, have students practice and apply their knowledge o
T:
central message/lesson in a literary text.
Model how to use a graphic organizer to list key details and then demonstrate how to analyze those ke
O: central message/lesson of a story. Provide opportunities for students to work in pairs to demonstrate th
you have demonstrated.

k. Instructional Procedures
i. Focus Question: How do we use key details to
determine the central message or lesson of a
story?
 ii. Capture students attention by showing them a
bag that contains three or four objects related to
the same topic (e.g., fishing, dental care,
gardening, or vacation). Say, My bag has
some objects in it. These objects all
have something to do with the same idea. I am
going to show you each object. After you have
seen them all, try to figure out the big idea that
connects them.
iii. Show the objects one at a time by placing them
on a table or under a document camera so they
are projected for all to see. As each object is
displayed, allow students to guess the big idea
and discuss their guesses with a partner.
iv. After students have seen all the objects, ask
them to share their ideas about the big idea that
connects all the objects. Come to a consensus
about the big idea.
v. Say, Each object in this bag was an important
piece of information that we used to figure out
the big idea. We do the same thing when we
read. When we read a story, we have to
use important pieces of information to
determine what the story is about.
vi. Part 1
vii. Say, In a story, the important pieces of
information are called key details. The big idea
that the story is about is called the central
message. Sometimes a story is about a lesson,
or something the author wants us to learn. We
use the key details to find out the central
message or lesson of a story.
viii. Display the Central Message graphic organizer
(L-1-1-1_Central Message Graphic
Organizer.docx) on a document camera or
overhead for students to see. Explain the
graphic organizer by saying, We are going to
read a story about four friends who try to help a
very crabby bear. As we read the story, you are
going to help me pick out the key details that
will lead us to the central message or lesson. I
will write each key detail in an outer square on
the organizer. (Point to the squares.) When we
have four key details, we will put our clues
together to decide the big idea, or central
message, of the story. I will write the central
 message in the center circle on
the organizer. (Point to the center circle.)
ix. Introduce the book The Very Cranky Bear by
Nick Bland. As you read the story to students,
think aloud about the key details. Say, Each
animal makes a suggestion about helping the
bear. These details are important to the
story. After you have read about the
suggestions of zebra, moose, and lion,
ask, How are the suggestions of these three
animals alike? (These animals suggest
something that makes them happy.) After
reading the part about Timid Sheep, ask, What
does Timid Sheep realize? (Bear wants to
sleep.) What does Sheep do? (shaves off his
wool and makes a pillow for Bear) Why is
Sheeps idea different from the other animals
ideas? (It is what makes Bear happy.)
x. After you have read the story, go back through
the text with students and determine the key
details. Document them on the graphic
organizer: Zebra thinks Bear will be happy
with stripes but Bear stays cranky. Moose
thinks Bear will be happy with antlers but Bear
stays cranky. Lion thinks Bear will be happy
with a mane but Bear stays cranky. Sheep
realizes Bear wants to sleep and makes him a
pillow.
xi. After you have written the key details on the
organizer, have a discussion about the possible
central message or lesson of the story. Allow
students to share their ideas and list them on
the board. (examples: being kind, being
humble, giving of yourself, being thoughtful
toward others) Ask, How do the key details
help you decide the central message or
lesson? (The animals quickly realize that it is
not what is on the outside that makes someone
happy. Timid Sheep realizes that Bear just
wants to sleep. Sheep shaves off his own wool
and makes a soft pillow for Bear.)
xii. Help students come to consensus, and then
write the central message in the center box on
the chart. For example: Give a person
what he needs even if it is different from
what you want or like. Point out that this could
 also be a lesson the author wants readers to
learn.
xiii. Review the key details and the central message
to make sure the key ideas support the central
message the students chose. Then have
students use the key details to retell the story.
xiv. This lesson may end here as a simple
introduction to central message. However, if
you feel students are ready to apply their
knowledge of using key details to determine
the central message or lesson, proceed with
Part 2 of the lesson.

I. Part 2
II. Ask, What is a central message? (the big idea of a
story)How do you determine the central message of
a story? (You look for key details throughout the
story. The key details all connect to a single central
message.) Remind students that a story sometimes has a
lesson, or something the author wants readers to learn.
III. Place the graphic organizer from The Very Cranky
Bear under a document camera or on an overhead
projector. Have a volunteer share how the class
determined the central message for this story.
IV. Explain to students that they will now be using the
graphic organizer to determine the central message or
lesson for a book of their choice. Give each student a
literary text at his/her reading level and a copy of the
Central Message graphic organizer. Allow students to
work in pairs or individually to read a text and use the
graphic organizer to document key details and
determine the central message of the story.
V. As students are working, walk around the room and
make sure students understand the concept of a central
message and how to determine it. Provide additional
help where needed.
VI. After all students have completed a graphic organizer,
have them share and explain their work with someone
who read a different book. Then, allow three or four
students to share their work with the whole class.
Observe students ability to identify four key details
and the central message of a book. Determine whether
reteaching is needed.
VII. Graphic organizers can be collected and graded or
saved in a portfolio.
 l. Extension:

VIII. For students who need an opportunity for additional

learning, review what a central message is by referring
back to the objects in the bag. You may choose new
objects with a new central message for more practice.
Then read a short literary text with students and model
again how to find key details and the central message.
IX. Provide additional support for students who may be
struggling with accessing a text or filling out a graphic
organizer. Pair students with a partner or have them
work in a small group. Allow opportunities for oral
assessment.
X. For students who are ready to move beyond the
standard, provide a central message or lesson.
(example: Treat others the way you want to be treated.)
Have students write a story that has this as the central
message or lesson. Remind them to use key details that
support the central message or lesson. Provide time for
students to share their stories and have others identify
the key details.

i. Literacy/Writing
a. Unit- 1st grade. Narrative Writing: Description (LW-1-1)
b. Standards: CC.1.3.1.B Ask and answer questions about key
details in a text. CC.1.3.1.A Retell stories, including key
details, and demonstrate understanding of their central message
or lesson. CC.1.3.1.F Identify words and phrases in stories or
poems that suggest feelings or appeal to the sense. CC.1.4.1.M
Write narratives to develop real or imagined experiences or
events. CC.1.4.N Establish who and what are narrative will be
about. CC.1.4.1.P Recount two or more appropriately
sequences events using temporal words to signal event order
and provide some sense of closure. CC.1.4.1.Q Use a variety of
words and phrases. CC.1.4.1.R demonstrate a grade appropriate
command of the conventions of standard English grammar,
usage, capitalization, punctuation, and spelling, capitalize dates
and names of people, use end punctuation use commas in dates
and words in series, spell words drawing on common spelling
patterns, phonemic awareness and spelling conventions.
c. No assessment anchors
d. No eligible content
e. No big ideas, concepts, or competencies attached to this unit.
f. Objectives: Write using adjectives. write a variety of
descriptive sentences. Record observations and use these notes
 to craft descriptive sentences. Understand the importance of
adding detail to their writing.
g. Essential Questions: How do grammar and the conventions of
language influence spoken and written communication? How
do strategic readers create meaning from informational and
literary text? What is the purpose? What is this text really
about? What makes clear and effective writing? What
strategies and resources do I use to figure out unknown
vocabulary? What will work best for the audience? Who is the
audience? Why do writers write? Why learn new words? Why
do writers write? What is the purpose? What makes clear and
effective writing? Who is the audience? What will work best
for the audience? How do grammar and the conventions of
language influence spoken and written communication?
h. Related Unit and Lesson Plans
i. Nouns and Adjectives
ii. Writing Descriptive Sentences
iii. Narrative Writing: A Focus on Description
i. Related Materials & Resources

Snow Day by Daniel Peddle. Doubleday Books for Young

Readers, 2000.
Junglewalk by Nancy Tafuri. William Morrow &
Company, 1988.
Grandpas Great City Tour by James Stevenson. William
Morrow & Company, 1983.
A Day with No Crayons by Elizabeth Rusch. Rising Moon,
2007.
Rosies Walk by Pat Hutchins. Aladdin, 1971.
Graphic organizers from TeAchnology: The Online
Teacher Resource http://www.teach-
nology.com/worksheets/graphic/
j. Performance Assessment: Students will create a final story in
Part 2 of Lesson 3, using all of the skills that were taught in the
three lessons of the unit. They will write and illustrate a
descriptive story about their walk outside. Use the following
rubric to grade their work, or use your districts writing rubric
(scoring guide). When students finish their stories, they can
share them with the class and then display them for everyone to
read. You may also want to put the stories in the classroom
reading area so students can read the stories whenever they
like.

Performance Assessment Scoring Rubric:

Points Description
Points Description
The students story has at least seven complete sentences, including:

one opening sentence.

5 five descriptive sentences.
one closing sentence.
sentence variety and logical transition words.
few or no errors in grammar, punctuation, and capitalization.
The students story has at least seven complete sentences, including:

one opening sentence.

4 five descriptive sentences.
one closing sentence.
some sentence variety and transition words.
few errors in grammar, punctuation, and capitalization.
The students story has at least five complete sentences, including:

one opening sentence.

3 five descriptive sentences.
one closing sentence.
limited or no sentence variety and transition words.
some errors in grammar, punctuation, and capitalization.
The students story:

may have some complete sentences.

may have an opening sentence.
2
may use some adjectives to modify a noun.
may have a closing sentence.
lacks sentence variety and logical transition words.
has several errors in grammar, punctuation, and capitalization.
1 The students story:

demonstrates minimal understanding of writing complete sentences.

may have an opening sentence.
may use some adjectives to modify a noun.
may have a closing sentence.
has no sentence variety or transition words.
has numerous errors in grammar, punctuation, and capitalization that interfere
with meaning.
0 The student does not include any relevant information in his/her story or does
not attempt to create a story.

ii. Lesson plan: Nouns and Adjectives

a. Standards: CC.1.4.1.K Use a variety of words and phrases.
CC.1.3.1.B Ask and answer questions about key details in a
 text. CC.1.3.1.A Identify words and phrases in stories or poems
that suggest feelings or appeal to the senses. CC.1.4.1.R
Demonstrate a grade-appropriate command of the conventions
of standard English grammar, usage, capitalization,
punctuation, and spelling, capitalize dates and names of people,
use end punctuation, use commas in dates and words in series,
spell words draw on common spelling patterns, phonemics
awareness and spelling conventions.
b. No Assessment anchors, eligible content, big ideas, concepts,
and competencies aligned to this unit
c. Objectives: Review their understanding of nouns. Learn the
importance of describing a noun. Learn how to use adjectives
in a sentence.
d. Essential Questions: How do grammar and the conventions of
language influence spoken and written communication? How
do strategic readers create meaning from informational and
literary text? What is this text really about? What strategies and
resources do I use to figure out unknown vocabulary? What
learn will work best for the audience? Who is the audience?
Why new words? Who is the audience? What will work best
for the audience? How do grammar and the conventions of
language influence spoken and written communication?
e. Vocabulary: Adjective: A word that describes a noun.
Descriptive Words: Words used to describe or give details
about something, some place, or someoneNoun: A word that
names a person, place, or thing.
f. Duration: 5060 minutes/12 class periods
g. Prerequisite Skills: none
h. Materials

copies of Descriptive Writing Chart, one per student, plus

class viewing copy or chart paper (LW-1-1-1_Descriptive
Writing Chart.doc)
paper, pencils
one brown bag for each student filled with three to five
sensory items
Hairy, Scary, Ordinary; What Is an Adjective? by Brian P.
Cleary. Lerner Publishing, 2001.
i. Related Unit and Lesson Plans
Narrative Writing: Description
Writing Descriptive Sentences
Narrative Writing: A Focus on Description
j. Related Materials & Resources
copies of Descriptive Writing Chart, one per student, plus
class viewing copy or chart paper (LW-1-1-1_Descriptive
Writing Chart.doc)
 paper, pencils
one brown bag for each student filled with three to five
sensory items
Hairy, Scary, Ordinary; What Is an Adjective? by Brian P.
Cleary. Lerner Publishing, 2001.
k. Formative assessment: Throughout the discussion, you will
observe students and listen to their answers to see if they
understand the concepts of adjective and noun. Use students
sentence writing to help you evaluate their understanding of
nouns and adjectives. Provide feedback for improvement. Use
students sentence writing to evaluate their ability to correctly
use commas. Provide feedback for improvement.
l. Suggested instructional support
i. Scaffolding, Active Engagement, Modeling, Explicit
Instruction
W: Students will learn to use adjectives to make their writing more interesting and precise.
Students listen to the picture book My Luscious Lollipop by Ruth Heller. Students make observations
H:
senses (sight, touch, sound) to describe a variety of objects.
Students will learn to use their five senses as they record observations using a graphic organizer in pre
E: sentences. Students share information orally about their observations. They will write descriptive sent
recorded on their graphic organizers.
Ask students to share their descriptive words for nouns, and ask if there are any other words that are m
R:
that they could use.
Students will be able to write sentences about a given object using adjectives. They will verbally share
E:
be able to explain what adjectives they chose and why they felt those choices improved the meaning o
The activities in this lesson provide teacher modeling, and large-group instruction and learning; then t
T:
practice time and sharing of students writing.
This lesson builds the foundational understanding of descriptive writing by learning how to observe; r
O:
interesting detail words (adjectives) to modify nouns; and use these observation records to write intere

j. Instructional procedure:
i. Focus Question: How do word parts and context clues
help us figure out the meanings of unfamiliar words?
Display several pictures of the students community
and ask students to discuss the pictures with a partner.
After 35 minutes, have students share what they
recognize in the pictures. Ask, Where have you seen
these places? Verify that the places are all in our
community. Say, Today we are going to learn about
communities.
k. Part 1
i. Prior to instruction, choose a book about communities
to read aloud. As an alternative, you may read a social
studies text. The vocabulary in this lesson can be
replaced with vocabulary from the text you read.
Say, Sometimes when we read, we come across
words we dont know. We can use root words,
prefixes, and suffixes to help us figure out the
meaning. We can use context clues to check the
meaning. Write the terms root word and context
clue and their meanings on the board/interactive
whiteboard or on chart paper for students to use as a
reference. Say, A root word is the basic unit of a
word. Knowing the meaning of the root word can help
us figure out the meaning of a word. The
word community has a root word that means common
or shared. Lets read the word community in a
sentence and see if that makes sense. The context, or
information in the text, can also help us figure out
what a word means. Read a sentence from a text that
uses the word community and see if determining the
root makes sense in the context of the sentence.
Ask, What do you think community means? (people
who have something in common; a place where people
share services) Say, We used the root word and
context to help us understand the meaning
of community. Provide a definition of the
word community. Say, A community is a group of
people who live in the same area, such as a city or
town, and share services, such as the police force, the
post office, and the grocery store. Have students help
you determine the root of neighborhood. Ask, What
smaller word do you hear
in neighborhood? (neighbor) Say, The root
of neighborhood is neighbor. What
does neighbor mean? (a person who lives near you)
Say, Lets read the word neighborhood in a sentence
and look for context clues. Read the word in a
sentence to help students determine the meaning of the
word based on the root word and context. Ask, What
do you think neighborhood means? (a place where
people live near one another) Ask, How did you
figure out the meaning of the word? (by using the
root word and context clues). Write the
terms prefix and suffix and their meanings on the
board/interactive whiteboard or on chart paper for
students to use as a reference. Say, A prefix is a
word part added in front of a root word to make a
new word. Write examples such
as read/reread and tie/untie on the board, and guide
 students to explain how the prefixes change the
meaning of the root words. Say, A suffix is a word
part added at the end of a root word to make a new
word. Write examples such
as act/actor, tall/tallest, hurt/hurtful on the board, and
guide students to explain how the suffixes change the
meaning of the root words. Have students help you
create an anchor chart with common prefixes and
suffixes and their meanings. (e.g., re-, un-, -er, -or, -
est, -ful, -less). Say, I am going to read a book to
you called Living in Suburban Communities by
Kristen Sterling. (You may choose to use a different
text that complements your curriculum.) We are
going to listen for vocabulary words about
community. For words we dont know, lets use
root words, prefixes, suffixes, and context to figure
out their meaning. Read and discuss the text with
students. Say, We are going to go back and look at
each page of the text. When you find a word about
community, raise your hand. I will write the words
on chart paper. We will see if we can use the
strategies of looking for smaller parts of the word
and using context clues to help us figure out what
the word means. Words that lend themselves to
these strategies
include baker(y), Laundromat, supermarket, garbage
collector, firefighter, and recycling. You may
substitute other appropriate vocabulary from the text
you read.
l. Part 2
i. Explain to students that sometimes we use a graphic
organizer to help us analyze a word and understand it
better. Say, In this graphic organizer, we will list
synonyms and nonexamples. Add these terms and
their meanings to the reference used in Part 1. Write
an example, such as the word home, on the board.
Ask, What is a synonym for home, or word that
means almost the same as home? (house,
apartment, condo) Say, A nonexample is a word
that has a different meaning. A nonexample
for home might be street. Ask students to provide
other nonexamples for home. Model for students how
to fill out the Frayer Model Graphic Organizer (L-2-
1-1_ Frayer Model Graphic Organizer.doc).
Write neighborhood in the center circle. In the top left
box, write the definition of neighborhood. (a place
 where people live near one another) In the top right
box, write characteristics of a neighborhood (using
the five senses) or characteristics of the word (prefix,
suffix, root word), depending on students skill level.
In the bottom left box, write examples or synonyms
of the word. (area, surroundings, territory, or use
names of neighborhoods in your community) In the
bottom right box, fill in nonexamples of a
neighborhood. (state, nation, house) Refer to the list
of words about community that was created in Part 1
of this lesson. Review each word. Have students work
in pairs or in small groups to complete a Frayer
Model Graphic Organizer for one of the words from
the list. Walk around the class, observing students
ability to complete the graphic organizer with relevant
information about the words. Provide support as
needed. Have students share their completed graphic
organizers with the class.
m. Extension: Work with students who need additional practice
or instruction to identify the characteristics of a word. With
prompting and support, help them complete the sections of the
graphic organizer with a content-specific vocabulary word.
Provide examples and nonexamples and have students decide
which category they fit. Have students use the word in a
sentence to show they understand its meaning. Have students
who are ready to move beyond the standard work together to
create a class resource of content-specific vocabulary words.
They may complete a graphic organizer for each word or use
another strategy to analyze word parts and create definitions.
Students should use each vocabulary word in a sentence.
Collect the completed words and compile them in a classroom
dictionary.

i. Mathematics-
a. Unit- 3rd grade. Measurement (M-3-1)
i. Standard - CC.2.4.3.A.1 Solve problems involving
measurement and estimation of temperature, liquid volume,
mass or length. Standard - CC.2.4.3.A.2 Tell and write time
to the nearest minute and solve problems by calculating
time intervals. Standard - CC.2.4.3.A.5 Determine the area
of a rectangle and apply the concept to multiplication and
to addition. Standard - CC.2.4.3.A.6 Solve problems
involving perimeters of polygons and distinguish between
linear and area measures.
ii. Assessment Anchors M03.D-M.1 Solve problems
involving measurement and estimation of intervals of time,
 money, liquid volumes, masses, and lengths of objects.
M03.D-M.3 Geometric measurement: understand concepts
of area and relate area to multiplication and to addition.
M03.D-M.4 Geometric measurement: recognize perimeter
as an attribute of plane figures and distinguish between
linear and area measures
iii. Eligible Content: M03.D-M.3.1.1 Measure areas by
counting unit squares (square cm, square m, square in.,
square ft, and non-standard square units). M03.D-M.3.1.2
Multiply side lengths to find areas of rectangles with
whole-number side lengths in the context of solving real-
world and mathematical problems, and represent whole-
number products as rectangular areas in mathematical
reasoning. M03.D-M.4.1.1 Solve real-world and
mathematical problems involving perimeters of polygons,
including finding the perimeter given the side lengths,
finding an unknown side length, exhibiting rectangles with
the same perimeter and different areas, and exhibiting
rectangles with the same area and different perimeters. Use
the same units throughout the problem. M03.D-M.1.1.1
Tell, show, and/or write time (analog) to the nearest
minute. M03.D-M.1.1.2 Calculate elapsed time to the
minute in a given situation (total elapsed time limited to 60
minutes or less). M03.D-M.1.2.3 Use a ruler to measure
lengths to the nearest quarter inch or centimeter.
iv. Big Ideas: Measures can be estimated by using known
referents. Numerical quantities and calculations can be
estimated by using numbers that are close to the actual
values, but easier to compute. Patterns exhibit relationships
that can be extended, described, and generalized. Some
attributes of objects are measureable, e.g., length, mass,
capacity, and can be quantified. Two- and three-
dimensional objects can be described, classified, and
analyzed by their attributes, and their location can be
described quantitatively.
v. Concepts: Classification of figures: Two- and three-
dimensional figures. Perimeter: Units, tools, strategies to
measure
vi. Competencies: Understand perimeter as a measurable
attribute and select appropriate units, strategies, and tools to
solve problems involving perimeter
vii. Objectives: Students will develop strategies for measuring
time, length of time, and length of objects. They will apply
measurement strategies to estimate and calculate perimeter
and area. Students will:
 1. identify time to the minute on digital and analog
clocks.
2. investigate the relationships between time on a
clock and time on a calendar.
3. relate time on a clock to length of time or elapsed
time.
4. select and apply appropriate standard and
nonstandard units and tools to measure length and
width.
5. apply concepts of measurement and estimation to
select appropriate tools and find perimeter of
regular and irregular shapes.
6. relate perimeter and area using concrete objects.
viii. Essential Questions: What makes a tool and/or strategy
appropriate for a given task? How are spatial relationships,
including shape and dimension, used to draw, construct,
model, and represent real situations or solve problems?
Why does what we measure influence how we
measure? How can recognizing repetition or regularity
assist in solving problems more efficiently?
ix. Related Unit and Lesson Plans

Length of Time
Length and Perimeter
Perimeter and Area Relationships

x. Related Materials & Resources

Carrie Measures Up by Linda Williams Aber. Kane

Press, 2001. A lower-level book that introduces
measurement through sizing up everyday objects around
the house.
Game Time! by Stuart J. Murphy. HarperCollins, 2000. A
MathStart book to teach time in weeks, days, hours,
minutes, and seconds.
How Big Is a Foot? by Rolf Myller. Yearling, 1991. A
book that teaches a king that measurement by his foot and
by the foot of the young apprentice result in very
different outcomes.
How Big Is It? A Big Book All About Bigness by Ben
Hillman. Scholastic, 2007. A collection of amazing size
comparisons to build an understanding of what big really
means.
How Do You Know What Time It Is? by Robert E. Wells.
Whitman, 2002. A history of time measurement,
 including clocks, calendars, and time zones, written
specifically for children.
How Long or How Wide? A Measuring Guide by Brian P.
Cleary. First Avenue Editions, 2009. A humorous
approach to measuring length and using measuring tools.
How Tall, How Short, How Far Away? by David Adler
and Nancy Tobin. Holiday House, 1999. A book that
introduces several measuring systems and presents the
need for standard units of measure.
Its About Time, Max! and The Long Wait by Kitty
Richards. Kane Press, 2000. When a young boy loses his
digital watch, he replaces it with an analog watch that he
must learn how to read; the partnered story in the
book, The Long Wait, tells about estimating time while
waiting in line for a thrill ride.
IXL Math Practice
Site, http://www.ixl.com/math/grade/third/, free online
practice questions for time, measurement, geometry, and
other math concepts.
Just a Minute! by Jeff Szpirglas. Maple Tree Press, 2009.
A fact-filled look at elapsed time of a minute, a day, a
month, and a year.
Keep Your Distance! by Gail Herman. Kane Press, 2001.
In the context of sibling rivalry and sharing a room,
sisters learn about measurements of distance and time.
Length (Measuring Up) by Peter Patilla. Belitha Press,
2000. An interesting discussion of measuring systems
past and present with examples of unusual lengths.
Take It to Your Seat Math Centers Grades 34 by Jill
Norris. Evan-Moor, 2004. Practical ideas for learning
centers including perimeter and area.
Racing Around by Stuart J. Murphy. Steck-Vaughn,
2002. A story of racing around a perimeter.
Spaghetti and Meatballs for All! by Marilyn Burns.
Scholastic, 2008. A delightful way to compare perimeter
and area as 32 chairs are arranged and rearranged at a
family reunion.
Super Sand Castle Saturday by Stuart J. Murphy. Steck-
Vaughn, 1999. A tale of using nonstandard units of
measurement to compare sizes of sand castles.
Telling Time by Jules Older. Charlesbridge, 2000. A
humorous look at what it means to tell time and to learn
about smallest units of seconds, minutes, and hours to
largest units of weeks, months, years, and more.
 Telling
Time, http://www.bbc.co.uk/wales/snapdragon/yesflash/ti
me-1.htm, telling time to the hour.

xi. Multiple-Choice Items:

Use the clock below for question 1.

What is the time shown on the clock?

8:50
9:17
9:43
10:43

Anna started piano practice at 5:16. Which clock shows 5:16?

1 Caleb started reading at the time shown on the first clock. Caleb stopped reading at the
time shown on the second clock.
How many minutes did Caleb spend reading?
A 10 minutes
B 15 minutes
C 25 minutes
D 45 minutes

Use the picture below for question 4.

1 What is the perimeter of the rectangle?

A 7 units
B 11 units
C 18 units
D 22 units

Use the rectangle below for question 5.

1 What is the perimeter of the rectangle?

A 7 units
B 11 units
C 12 units
D 14 units
Use the rectangle below for question 6.

1 Which shows the area and perimeter of the rectangle?

A Area = 15 square units, Perimeter = 26 units
B Area = 26 square units, Perimeter = 26 units
C Area = 26 square units, Perimeter = 30 units
D Area = 15 square units, Perimeter = 13 units

Use the rectangle below for question 7.

1 Which sentence is true?

A The perimeter is less than the area.
B The perimeter is greater than the area.
C The perimeter is 16 units, and the area is 16 square units.
D The perimeter is 16 square units, and the area is 16 units.
Use the rectangle below for questions 8 and 9.

1 What is the perimeter of the rectangle?

A 24 units
B 30 units
C 34 units
D 36 units
1 What is the area of the rectangle?
A 24 square units
B 30 square units
C 34 square units
D 36 square units
I. Multiple-Choice Answer Key:
1. C
2. A
3. C
4. D
5. D
6. C
7. C
8. B
9. D
Short-Answer Items:
1 When it is 13 minutes before 4 oclock, what time is it? Explain how you know. Make
a drawing to show your work.

1 How is measuring the length, in feet, of a room on a measuring tape different from
 measuring the length using your own feet?

1 If a rectangular sidewalk is 1 meter wide and 10 meters long, are the perimeter and area
of the sidewalk the same? Explain and draw a picture to show how you know.

Short-Answer Key and Scoring Rubric:

10. When it is 13 minutes before 4 oclock, what time is it? Explain how you know.
Make a drawing to show your work.
Explanations will vary.
The time is 3:47, and the drawing should show an analog clock that is set to a close
approximation of 3:47. The hour hand on the clock should be drawn between 3 and 4, but
closer to the 4.
The visual representation may show arrows to count back from the 12 by fives and then 3
more minutes to indicate 13 minutes before the hour. Written explanations are likely to
describe the counting back process. Some students may count back to 15 minutes before
the hour and then move clockwise 2 minutes forward.
11. How is measuring the length, in feet, of a room on a measuring tape different from
measuring the length using your own feet?
Answers may vary.
Explanations should point out that measuring by a childs foot will result in a very
different total than measuring feet by a standard measuring tape. If a student walks the
length of the room and counts his/her steps, the result will probably be a number less than
the number of linear feet. If a student measures the length by walking heel-to-toe or using
shoes, the unit of measurement is likely shorter than a foot, so the total number of units
will be greater.
12. If a rectangular sidewalk is 1 meter wide and 10 meters long, are the perimeter and
area of the sidewalk the same? Explain and draw a picture to show how you know.
Explanations will vary.
The perimeter and area of this rectangle will not be the same. The minimal drawing will
show a rectangle that is 10 squares long and 1 square wide.
The visual representation may show beans, Xs, or numbers to mark each line segment as
a unit of perimeter around the outside of the figure. Likewise, the squares inside the
rectangle may show some method used for counting such as circles, shading, or numbers.
Written explanations should indicate an understanding that perimeter refers to the units
around the figure (22 units) and area refers to the square units inside the figure (10 square
units).

Use the scoring rubric below for questions 1012.

Points Description
The written and visual explanation is thorough and clear, and supported wit
specific details and mathematical data.
2
The student response shows complete understanding of the mathematics.
The student response meets the requirements of the problem.
1 The written and visual explanation is brief and is not supported with specifi
 details or mathematical data.
The student response shows partial understanding of the mathematics.
The student response partially meets the requirements of the problem.
The written or visual explanation is brief or missing or is illogical.
0 The student response shows no understanding of the mathematics.
The student response does not meet the requirements of the problem.

Performance Assessment:
You invite 30 people to a party. You send invitations for a party on Saturday. The
invitation shows when the party will begin and end. Then you will draw a picture to show
how many tables you will need.
Part 1:Write the invitation with a date and the time to begin and end. Use a calendar to
find a date that is on a Saturday. Write the times to have a 2-hour party.
Part 2: Draw a picture to show the tables you need to seat exactly 30 people. Use more
than 1
table. The tables can be squares, rectangles, or some of both. Every table must be full.
Also draw a bean, a circle, or an X to show where the chairs will sit. Be sure there is a
chair for every unit around every table.

Performance Assessment key:

Many of the answers will vary based on the current month and year, the tables students
choose, and student thinking.
Look for mathematically sound, logical, and reasonable thought processes in student
answers.
Part 1: Check a current calendar to make sure the date listed on the invitation is indeed a
Saturday. The beginning time of the party should specify a logical time to begin a dinner
party, but clarify whether students consider dinner to be an afternoon or evening meal
prior to any discussion of whether the time is logical. Students who specify A.M. or P.M.
on the invitation indicate an understanding beyond the expectation of this lesson. The
ending time of the party must name a time exactly 2 hours from the start.
Part 2: There are various ways to draw and arrange tables to seat exactly 30 guests.
Make sure students have drawn 30 circles or Xs to indicate where 30 people will sit. Any
unit indicating a blank at the table, including the ends, means that the student did not
fulfill the requirements of the task or misunderstood part of the task.
Following are a few ways the tables and 30 chairs could be arranged successfully:
3 tables that are each 4 units long and 1 unit wide
1 table that is 7 by 1 and 1 table that is 6 by 1
5 tables that are 2 units by 1 unit
many other arrangements are possible
Arrangements that do not meet the criteria:
1 table that is 14 units long and 1 unit wide (correct perimeter, but does
not fill the requirement to use more than 1 table)
2 tables of equal size (cannot seat 15 people at each rectangular table, as
each would have a blank unit)
8 square tables for 4 (result would leave 2 blank units somewhere)

Performance Assessment Scoring Rubric:

Points Description
Understanding of the concepts of time and perimeter is clearly evident.
Student uses effective strategies to get accurate and reasonable answers.
4 Student clearly shows logical thinking and the steps used to arrive at conclusio
Explanations are clear and supported with specific details and mathematical da
Accurate answers are shown for the invitation and the tables.
Understanding of the concepts of time and perimeter is evident.
Student uses appropriate strategies to arrive at reasonable answers.
3 Student shows thinking and some steps used to arrive at conclusions.
Explanations have some details and mathematical data.
Minor errors in computation may result in arrangements that are close.
Limited understanding of the concepts of time and perimeter is evident.
Student uses strategies that may be ineffective or inaccurate.
2 Steps show some evidence of understanding of how to identify perimeter.
Explanations may not be developed with detail or may be difficult to follow.
Student may arrive at an answer using flawed reasoning.
Lack of understanding of the concepts of time and/or perimeter is evident.
Attempts are made to solve the problem, but student is unable to work through
1 arrive at reasonable answers.
Information from the problem is not used correctly.
Explanation is limited and may contain incorrect reasoning.
Complete lack of understanding of the concepts of time and perimeter is eviden
No attempts are made to solve the problem.
0
Student shows no understanding of the questions.
No explanation is given.

II. Science
a. Unit: 3rd grade-Pennsylvanias Energy Supply (S-3-1)
b. Related academic standards 3.2.4.B2 Identify types of energy and their
ability to be stored and changed from one form to another. 3.1.3.A1
Describe characteristics of living things that help to identify and classify
them. 3.1.3.A2 Describe the basic needs of living things and their
dependence on light, food, air, water, and shelter. 3.1.3.A3 Illustrate how
plants and animals go through predictable life cycles that include birth,
growth, development, reproduction, and death. 3.1.3.A5 Identify the
structures in plants that are responsible for food production, support, water
transport, reproduction, growth, and protection. 4.4.3.C Use scientific
inquiry to investigate what animals and plants need to grow. 4.4.3.D
Identify technology used in agriculture. Identify tools and machinery used
in agricultural processes. 3.1.3.A9 Distinguish between scientific fact
and opinion. Ask questions about objects, organisms, and events.
Understand that all scientific investigations involve asking and answering
questions and comparing the answer with what is already known. Plan
and conduct a simple investigation and understand that different questions
require different kinds of investigations. Use simple equipment (tools
and other technologies) to gather data and understand that this allows
scientists to collect more information than relying only on their senses to
gather information. Use data/evidence to construct explanations and
understand that scientists develop explanations based on their evidence
and compare them with their current scientific knowledge. Communicate
procedures and explanations giving priority to evidence and understanding
that scientists make their results public, describe their investigations so
they can be reproduced, and review and ask questions about the work of
other scientists. 3.2.3.A1 Differentiate between properties of objects such
as size, shape, and weight and properties of materials that make up the
objects such as color, texture, and hardness. Differentiate between the
three states of matter, classifying a substance as a solid, liquid, or gas.
3.2.3.A2 Recognize that all objects and materials in the world are made of
matter. 3.2.3.A3 Demonstrate how heating and cooling may cause changes
in the properties of materials including phase changes. 3.2.3.A4 Use basic
reactions to demonstrate observable changes in properties of matter (e.g.,
burning, cooking). 3.2.3.A5 CONSTANCY AND CHANGE Recognize
that everything is made of matter. 3.2.3.A6 Distinguish between scientific
fact and opinion. Ask questions about objects, organisms, and events.
Understand that all scientific investigations involve asking and answering
questions and comparing the answer with what is already known. Plan and
conduct a simple investigation and understand that different questions
require different kinds of investigations. Use simple equipment (tools and
other technologies) to gather data and understand that this allows scientists
to collect more information than relying only on their senses to gather
information. Use data/evidence to construct explanations and understand
that scientists develop explanations based on their evidence and compare
them with their current scientific knowledge. Communicate procedures
and explanations giving priority to evidence and understanding that
scientists make their results public, describe their investigations so they
can be reproduced, and review and ask questions about the work of other
scientists. 3.2.3.B1 Explain how movement can be described in many
ways.3.2.3.B2 Explore energys ability to cause motion or create change.
Explore how energy can be found in moving objects, light, sound, and
heat. 3.2.3.B3 Explore temperature changes that result from the addition or
removal of heat. 3.2.3.B4 Identify and classify objects and materials that
are conductors or insulators of electricity. Identify and classify objects and
materials as magnetic or non-magnetic. 3.2.3.B5 Recognize that light
travels in a straight line until it strikes an object or travels from one
material to another 3.2.3.B6 ENERGY Recognize that light from the sun
is an important source of energy for living and nonliving systems and
some source of energy is needed for all organisms to stay alive and grow.
3.2.3.B7 Distinguish between scientific fact and opinion. Ask questions
about objects, organisms, and events. Understand that all scientific
investigations involve asking and answering questions and comparing the
answer with what is already known. Plan and conduct a simple
investigation and understand that different questions require different
kinds of investigations. Use simple equipment (tools and other
technologies) to gather data and understand that this allows scientists to
collect more information than relying only on their senses to gather
information. Use data/evidence to construct explanations and understand
that scientists develop explanations based on their evidence and compare
them with their current scientific knowledge. Communicate procedures
and explanations giving priority to evidence and understanding that
scientists make their results public, describe their investigations so they
can be reproduced, and review and ask questions about the work of other
scientists. 3.3.3.A1 Explain and give examples of the ways in which soil is
formed. 3.3.3.A2 Identify the physical properties of minerals and
demonstrate how minerals can be tested for these different physical
properties. 3.3.3.A4 Connect the various forms of precipitation to the
weather in a particular place and time. 3.3.3.A5 Explain how air
temperature, moisture, wind speed and direction, and precipitation make
up the weather in a particular place and time. 3.3.3.A7 Distinguish
between scientific fact and opinion. Ask questions about objects,
organisms, and events. Understand that all scientific investigations involve
asking and answering questions and comparing the answer with what is
already known. Plan and conduct a simple investigation and understand
that different questions require different kinds of investigations. Use
simple equipment (tools and other technologies) to gather data and
understand that this allows scientists to collect more information than
relying only on their senses to gather information. Use data/evidence to
construct explanations and understand that scientists develop explanations
based on their evidence and compare them with their current scientific
knowledge. Communicate procedures and explanations giving priority to
evidence and understanding that scientists make their results public,
 describe their investigations so they can be reproduced, and review and
ask questions about the work of other scientists. 3.4.3.B1 Describe how
using technology can be good or bad. 3.4.3.B2 Explain how materials are
re-used or recycled. 3.4.3.B3 Identify and define products made to meet
individual needs versus wants. 3.4.3.B4 Illustrate how people have made
tools to provide food, clothing, and shelter. 3.4.3.C1 Recognize design is a
creative process and everyone can design solutions to problems. 3.4.3.C2
Explain why the design process requires creativity and consideration of all
ideas.3.4.3.C3 Recognize that all products and systems are subject to
failure; many products and systems can be fixed. 3.4.3.D1 Identify
peoples needs and wants and define some problems that can be solved
through the design process. 3.4.3.D2 Observe, analyze and document how
simple systems work. 3.4.3.D3 Collect information about everyday
products and systems by asking questions. 3.4.3.E1 Identify the
technologies that support and improve quality of life. 3.4.3.E2 Identify
some processes used in agriculture that require different procedures,
products, or systems. 3.4.3.E3 Recognize that tools, machines, products,
and systems use energy in order to do work. 3.4.3.E4 Recognize that
information and communication technology is the transfer of messages
among people and/or machines over distances through the use of
technology. 3.4.3.E5 Understand that transportation has many parts that
work together to help people travel. 3.4.3.E6 Explain how manufacturing
systems design and produce products in quantity. 3.4.3.E7 Recognize that
people live, work, and go to school in buildings which are different types
of structures. 3.4.4.E3 Identify types of energy and the importance of
energy conservation.
c. Assessment anchors: S3.A.1 Reasoning and Analysis S3.A.2 Processes,
Procedures, and Tools of Scientific Investigations S3.C.2 Forms, Sources,
Conversion, and Transfer of Energy S3.D.1 Earth Features and Processes
That Change Earth and Its Resources
d. Eligible Content: S3.A.1.1.2 Identify examples of common technological
changes, past and present, in the community (e.g., energy production,
transportation, communication, recycling). S3.A.2.1.2 Make predictions
based on observations. S3.A.2.2.1 Identify appropriate tools or
instruments for specific tasks, and describe the information they provide
(i.e., measuring [lengthruler; mass balance scale] and making
observations [hand lensesvery small objects]). S3.A.3.2.1 Identify what
models represent (e.g., simple maps showing mountains, valleys, lakes,
and rivers; dioramas). S3.C.2.1.1 Identify basic forms and sources of
energy (e.g., Sun, heat, light, sound). S3.C.2.1.2 Identify simple
transformations of energy (e.g., eating food to get energy, rubbing hands
together to create heat). S3.D.1.2.2 Identify and describe examples of
renewable and nonrenewable resources.
e. No big ideas, concepts, or competencies aligned
f. Objectives: In this unit, students will begin to understand what energy is
and how it is used? Students will develop an understanding of how energy
 produces electricity, how energy impacts the movement and position of an
object, different types of energy found in Pennsylvania, and renewable and
nonrenewable resources as energy sources. Students will:
i. identify different types of energy.
ii. distinguish the different types of energy.
iii. understand the relationship between decaying matter and heat
energy.
iv. identify the characteristics of renewable and nonrenewable
resources.
g. Essential Questions-none
h. Related Unit and Lesson Plans
What Is Energy?
Wind and Water Wheels
What Powers Pennsylvania?
Related Materials & Resources.
Points Description

4 The student gives 2 examples of potential energy.

The student gives 2 examples of kinetic energy.

3 The student gives 2 examples of potential energy. The

student gives 1 examples of kinetic energy. OR
The student gives 1example of potential energy. The
student gives 2 examples of kinetic energy.

2 The student gives 2 examples of potential energy

OR

gives 2 examples of kinetic energy OR

The student gives 1example of potential energy.

The student gives 1 example of kinetic energy.

1 The student gives 1example of potential energy.

OR
The student gives 1 example of kinetic energy.

0 The student demonstrates lack of understanding or

does not attempt to complete the assessment.
i. Formative assessment
Multiple Choice Items:
1. Which is an example of kinetic energy?
a. person standing still
 b. rock on the ground
c. child kicking a ball
d. piece of paper
Which is an example of potential energy?
a. waterfall
b. ball rolling down a hill
b. log
e. roller coaster car at the top of the track
f. Which object is a source of energy?
g. A h. doll

i. B j. ball

k. C l. sun

m. n.
D cup

o. Which object produces wind energy?
p. A q. fan
r. B s. car
t. C u. computer
v. D w. brick
x. Which word describes the ability to do work?

A food
B energy
C solids
D liquids

Multiple-Choice Answer Key:

1. C 2. D 3. C 4. A 5. B

Short-Answer Items
2 Circle the items that are renewable and cross out with an X those that are nonrenewable
resources.
 1. Give examples of two renewable resources and two nonrenewable resources.

2. Why is an apple a renewable resource and why is coal a nonrenewable

resource? Write your answer below.

2. You want your school to use wooden pencils instead of

plastic. You are going to meet with the school principal to convince her to
change. Write the reasons you want the school to change to wooden pencils.

3. You have been asked to explain to the class how coal is formed. Write three sentences
you would used to tell the class how coal is formed.

Short-Answer Key and Scoring Rubrics:

6. Circle the items that are renewable and cross out with an X those that are
nonrenewable resources.
Circle: wind, rain, tree
Cross Out: coal and oil

7. Give examples of two renewable resources and two nonrenewable resources.

Answers will vary.

8. Why is an apple a renewable resource and why is coal a nonrenewable resource? Write
your answer below.
Students should be able to give reasons: The apple has seeds that can be planted and
become an apple tree and produce more apples. Coal comes from peat, which is made
from fossil fuel. It takes million of years to make coal.

Scoring Rubric for Item 8

Points Description
2 Student gives a valid reason for an apple to be considered a renewable resour
such as it has seeds and can produce another tree.
2
3 Student gives a valid reason for coal to be considered a nonrenewable resourc
such as it is made from fossil fuel.
E Student gives a valid reason for an apple to be considered a renewable resour
1 such as it has seeds and can produce another tree.
F Student cannot give a valid reason for coal being a nonrenewable resource.
2 Student cannot give valid reasons why apples are renewable resources or coal
0
nonrenewable resource.

9. You want your school to use wooden pencils instead of plastic. You are going to
meet with the school principal to convince her to change. Write the reasons you
want the school to change to wooden pencils.
Scoring Rubric for Item 9
Points Description
E Identifies wood as a renewable resource.
2
F Identifies plastic as a nonrenewable resource.
1 2 Identifies wood as a renewable resource only.
0 E Student cannot give valid reasons for changing to wood pencils.

2 You have been asked to explain to the class how coal is formed. Write three sentences
you would used to tell the class how coal is formed.
Answers will vary. Responses should include:
E Plants and organisms die and form peat.
F The Earths surface changes and layers of rock covering the peat.
2 Heat and pressure change the peat into coal.

Performance Assessment
You are at Hershey Park. Give two examples of kinetic energy and two examples of
potential energy.
III. 3rd grade science Lesson
a. What is energy?
b. Standards: 4.5.3.A Identify resources humans take from the
environment for their survival. 3.4.3.A1 Identify how the natural
made world and the human made world are different. 3.1.3.A1
Describe characteristics of living things that help to identify and classify
them. 3.1.3.A2 Describe the basic needs of living things and their
dependence on light, food, air, water, and shelter. 3.1.3.A3
Illustrate how plants and animals go through predictable life cycles that
include birth, growth, development, reproduction, and death. 3.1.3.A5
Identify the structures in plants that are responsible for food production,
support, water transport, reproduction, growth, and protection.
4.4.3.C Use scientific inquiry to investigate what animals and
plants need to grow. 3.1.3.A9 Distinguish between scientific fact
and opinion. Ask questions about objects, organisms, and events.
Understand that all scientific investigations involve asking and answering
questions and comparing the answer with what is already known. Plan
and conduct a simple investigation and understand that different questions
require different kinds of investigations. Use simple equipment (tools
and other technologies) to gather data and understand that this allows
scientists to collect more information than relying only on their senses to
gather information. Use data/evidence to construct explanations and
understand that scientists develop explanations based on their evidence
and compare them with their current scientific knowledge. Communicate
procedures and explanations giving priority to evidence and understanding
that scientists make their results public, describe their investigations so
they can be reproduced, and review and ask questions about the work of
other scientists. 3.2.3.A1 Differentiate between properties of
objects such as size, shape, and weight and properties of materials that
make up the objects such as color, texture, and hardness. Differentiate
between the three states of matter, classifying a substance as a solid, liquid,
or gas. 3.2.3.A2 Recognize that all objects and materials in the
world are made of matter. 3.2.3.A3 Demonstrate how heating and
cooling may cause changes in the properties of materials including phase
changes. 3.2.3.A4 Use basic reactions to demonstrate observable
changes in properties of matter (e.g., burning, cooking). 3.2.3.A5
CONSTANCY AND CHANGE Recognize that everything is made of
 matter. 3.2.3.A6 Distinguish between scientific fact and opinion.
Ask questions about objects, organisms, and events. Understand that all
scientific investigations involve asking and answering questions and
comparing the answer with what is already known. Plan and conduct a
simple investigation and understand that different questions require
different kinds of investigations. Use simple equipment (tools and other
technologies) to gather data and understand that this allows scientists to
collect more information than relying only on their senses to gather
information. Use data/evidence to construct explanations and understand
that scientists develop explanations based on their evidence and compare
them with their current scientific knowledge. Communicate procedures
and explanations giving priority to evidence and understanding that
scientists make their results public, describe their investigations so they
can be reproduced, and review and ask questions about the work of other
scientists.
IV. 3.2.3.B1 Explain how movement can be described in many ways. 3.2.3.B2
Explore energys ability to cause motion or create change. Explore how
energy can be found in moving objects, light, sound, and heat. 3.2.3.B3
Explore temperature changes that result from the addition or removal of heat.
3.2.3.B4 Identify and classify objects and materials that are conductors or
insulators of electricity. Identify and classify objects and materials as magnetic
or non-magnetic. 3.2.3.B5 Recognize that light travels in a straight line
until it strikes an object or travels from one material to another 3.2.3.B6
ENERGY Recognize that light from the sun is an important source of energy
for living and nonliving systems and some source of energy is needed for all
organisms to stay alive and grow. 3.2.3.B7 Distinguish between scientific
fact and opinion. Ask questions about objects, organisms, and events. Understand
that all scientific investigations involve asking and answering questions and
comparing the answer with what is already known. Plan and conduct a simple
investigation and understand that different questions require different kinds of
investigations. Use simple equipment (tools and other technologies) to gather data
and understand that this allows scientists to collect more information than relying
only on their senses to gather information. Use data/evidence to construct
explanations and understand that scientists develop explanations based on their
evidence and compare them with their current scientific knowledge.
Communicate procedures and explanations giving priority to evidence and
understanding that scientists make their results public, describe their
investigations so they can be reproduced, and review and ask questions about the
work of other scientists.
V. 3.4.3.A2 Identify that some systems are found in nature and some systems are
made by humans. 3.4.3.A3 Identify how the study of technology uses
many of the same ideas and skills as many other subjects. 3.4.3.B1
Describe how using technology can be good or bad. 3.4.3.B2 Explain
how materials are re-used or recycled. 3.4.3.B3 Identify and define
products made to meet individual needs versus wants. 3.4.3.B4 Illustrate
how people have made tools to provide food, clothing, and shelter. 3.4.3.C1
Recognize design is a creative process and everyone can design solutions to
problems. 3.4.3.C2 Explain why the design process requires creativity
and consideration of all ideas. 3.4.3.C3 Recognize that all products and
systems are subject to failure; many products and systems can be
fixed. 3.4.3.D1 Identify peoples needs and wants and define some
problems that can be solved through the design process. 3.4.3.D2 Observe,
analyze and document how simple systems work. 3.4.3.D3 Collect
information about everyday products and systems by asking questions.
3.4.3.E1 Identify the technologies that support and improve quality of life.
3.4.3.E2 Identify some processes used in agriculture that require different
procedures, products, or systems. 3.4.3.E3 Recognize that tools, machines,
products, and systems use energy in order to do work. 3.4.3.E4 Recognize
that information and communication technology is the transfer of messages
among people and/or machines over distances through the use of technology.
3.4.3.E5 Understand that transportation has many parts that work together
to help people travel. 3.4.3.E6 Explain how manufacturing systems design
and produce products in quantity. 3.4.3.E7 Recognize that people live,
work, and go to school in buildings which are different types of structures.
a. S3.A.2 Processes, Procedures, and Tools of Scientific Investigations
S3.C.2 Forms, Sources, Conversion, and Transfer of Energy
b. S3.A.2.1.2 Make predictions based on observations.
S3.A.2.2.1 Identify appropriate tools or instruments for specific
tasks, and describe the information they provide (i.e., measuring [length
ruler; mass balance scale] and making observations [hand lensesvery
small objects]). S3.A.3.1.2 Identify changes in natural or
humanmade systems. S3.A.3.2.1 Identify what models represent
(e.g., simple maps showing mountains, valleys, lakes, and rivers;
 dioramas). S3.C.2.1.2 Identify simple transformations of energy
(e.g., eating food to get energy, rubbing hands together to create heat).

c. There are no big ideas, concepts, or vocabulary
VI. Objectives:In this lesson, students investigate energy. They will be introduced to
potential and kinetic energy. They will create models to demonstrate how energy
moves an object. Students will:
identify energy.
identify various types of energy.
describe how we use energy.
demonstrate how energy moves an object.
conduct investigations to demonstrate potential and kinetic
energy.
identify wind and water as natural resources.
VII. Essential Questions
VIII. Vocabulary
a. Kinetic Energy: Matter that is moving or being used.
b. Potential Energy: Stored energy.
c. Energy: The ability to do work.
IX. Duration:3045 minutes/12 class periods
X. Prerequisite Skills: None
XI. Materials
a. picture of a roller coaster
b. at least two 6-foot (183 cm) sections of 1-1/2 in. (about 4 cm) diameter
foam pipe insulation
c. glass marbles
d. utility knife
e. masking tape
f. tape measure
g. books, bookshelf, table, or other support for roller coaster starting point
h. stopwatch
i. student journal
j. Roller Coaster Lab Directions (S-3-1-1_Roller Coaster Lab
Directions.doc)
k. Roller Coaster Investigation sheet (S-3-1-1_Roller Coaster Ride
Investigation.doc)
l. Roller Coaster Lab Sheet (S-3-1-1_Roller Coaster Lab Sheet.doc)

XII. Related Unit and Lesson Plans

a. Pennsylvanias Energy Supply
b. Wind and Water Wheels
c. What Powers Pennsylvania?
XIII. Related Materials & Resources
a. The possible inclusion of commercial websites below is not an implied
endorsement of their products, which are not free, and are not required for
 this lesson plan.
b. picture of a roller coaster
c. at least two 6-foot (183 cm) sections of 1-1/2 in. (about 4 cm) diameter
foam pipe insulation
d. glass marbles
e. utility knife
f. masking tape
g. tape measure
h. books, bookshelf, table, or other support for roller coaster starting point
i. stopwatch
j. student journal
k. Roller Coaster Lab Directions (S-3-1-1_Roller Coaster Lab
Directions.doc)
l. Roller Coaster Investigation sheet (S-3-1-1_Roller Coaster Ride
Investigation.doc)
m. Roller Coaster Lab Sheet (S-3-1-1_Roller Coaster Lab Sheet.doc)
XIV. Formative assessment
a. Assess the general knowledge of the class through large-group discussion
and participation in investigations. Observe students as they respond to
questions about roller coasters to connect energy and motion. Monitor
student responses to make sure that students understand there are two
types of energy (potential and kinetic). Observe whether students practice
safety procedures during an investigation as they move about safely and
use proper equipment. Monitor students as they work in small groups and
independently to create roller coasters. Monitor student responses on
student worksheets and group discussions.
XV. Suggested instructional supports: Scaffolding, Active Engagement, Modeling,
Explicit Instruction
Students will engage in activities to examine stored (potential) and moving (kinetic) energy. The
W:
roller coaster to understand the differences between types of energy.
Students will begin to understand different types of energy by moving. When a signal is given, s
H:
energy and energy used when they are moving.
Students will work in groups to construct a model of a roller coaster. They will measure the dista
E: for a marble to travel down the track. They will also investigate whether the incline of the track i
distance or amount of time.
Upon completion of the investigation, students will apply their understanding of potential and ki
R: marble on the roller coaster. They will work independently to identify potential and kinetic energ
and found around them.
Formative assessments will occur throughout the lesson. Student work will be monitored. Once i
E: occurred, reteaching opportunities will be provided during the questions sessions. Multiple oppo
lesson will be provided through the large-group demonstrations, small-group investigations, and
Large-group discussions, small-group investigations, and independently working on student wor
T: to meet student needs. The student worksheets allow students time to apply their understanding o
discussed, potential and kinetic.
 This lesson uses concrete examples to demonstrate potential and kinetic energy. Students will de
O:
these concepts in various ways that are developmentally appropriate and engaging.

XVI. Instructional procedures

a. Begin by having students stand and stay very still. Tell students that upon
your signal they are going to move in place as fast as they can and then
stop when a signal is given to stop. Tell students: Now, I will signal for
you to slow down and then move faster and then slow down again.
How did you feel when you were moving fast? Did you feel your heart
going faster? Did you begin to breath faster? Ask students to move
back to their desk and begin the discussion. Ask students, How many of
you have ever seen a roller coaster? How many of you have ever been
on a roller coaster? Tell me about it. Allow time for students to discuss
what a roller coaster is and describe how it was to ride one. Show students
a picture of a roller coaster and ask, Look at this picture, and describe
how you would build a roller coaster. You want students to understand
that a roller coaster has hills and valleys. Describe how the car on the
roller coaster would travel going up the hill and then going down the
hill. Students should describe the car as going slowly up the hill and
going fast down the hill. How is the movement of the roller coaster
like your movement done at the beginning of the lesson?Students
should begin to relate that the roller coaster slows down and speeds up or
goes faster and we moved slowly then moved faster.
b. Tell students that all things that move have energy. The faster the object
moves the more energy it gains. When you move you are using energy
to move. The faster you move the more energy you have. When you
stop moving your store the energy, it is waiting to be used. We call
this potential energy. When an object moves it is using energy
called kinetic energy. Write on the board the terms Potential
Energy and Kinetic Energy and create a working definition of both. Have
students record the words and definitions in their student journals. Create a
word wall with these words and any other words used throughout this unit.
c. A Roller Coaster Investigation Note: Prior to the lesson and classroom
demonstration, cut the pipe insulation in half. Then measure and cut
three-foot sections for each group (S-3-1-1_Roller Coaster Lab
Directions.doc).
d. Place students in groups of 4 to 6 and assign one student as a materials
person to collect items for the activity. Tell students they will work in
groups to create a design that demonstrates potential and kinetic energy.
Have the assigned materials person collect the materials for the group.
e. Give each group a set of directions (S-3-1-1_Roller Coaster Lab
Directions.doc) and tell students they are going to be working in their
groups to construct a section of a roller coaster according to the directions.
Once they have constructed their design, then they will investigate how it
works and record their findings (S-3-1-1_Roller Coaster Ride
Investigation.doc).
 f. When students are finished with the investigation, have them collect the
materials and work independently to answer the questions on the Roller
Coaster Lab sheet (S-3-1-1_Roller Coaster Lab Sheet.doc). Discuss the
answers from the lab sheet.
XVII. Extension:
a. Students who are going beyond the standards can join other sections of
pipe insulation and add loops. Have students investigate how to make the
marble gain enough energy to travel through the loop and continue on.
b. Students who might need opportunities for additional learning can stand
and listen for a command to either show potential energy (stand still) or
kinetic energy (move about).

4. Explain the benefits of the Learning Progression section? Use one

of the learning progression documents to provide examples in your
explanation.
i. The literature learning progression was chosen to provide an
example during the explanation. This is beneficial for teachers
because it allows you to easily view when the instruction for
eligible content is supposed to be given and also when the
student should be able to demonstrate their knowledge and skills
in the eligible content area. It also provides a teacher with the
standards for that content. The learning progression section
provides a teacher with a quick view of how a standard/how a
student progresses through the grades. That grades that are in this
example are k-8. One example of how a standard progresses
through the grades is standard EOB.A-K.1.1.1 Core the textual
evidence that most strongly analysis of what the text says
 explicitly as well as inferences, conclusions, and/or
generalizations down from the text. The grade this instruction
begins in is the third grade and continues until seventh grade.
The student is expected to show their knowledge by eighth grade,
5. Explain how you will use the Professional Development training
materials to continue life-long learning. Select one module to use as
an example within your explanation
i. The professional development training materials will help an
educator continue to be a life-long learner. There are a number of
modules to assist educators in analyzing Early Warning System
Data literacy, how to organize a MTSS, effective ways to have
Early Warning System team meetings and teams, and root cause
analysis and strategic levels of intervention. There are four
different pdf modules that will ensure a teacher will stay a life-
longer learner. The first module discusses the Early Warning
System. There are 49 very detailed slides that discuss early
warning systems that train a teacher in the signs to be concerned
about. There are other modules that are similar to this that a
teacher view and take the time to learn. A teacher is a life-long
learner because things change rapidly in the education world, and
the modules on PDE SAS will not stay the same for years they
will change. A teacher needs to stay on top of all of that
information and they will do that by viewing PDE SAS.

y. Safe and Supportive Schools Directions

a. Click on the Overview tab Explore the definitions and relevant terms
b. Click on the Comprehensive Resources, Act 126 Training
Information, and Early Warning System tabs Explore the content

QUICK CHECK ASSESSMENT SAFE AND SUPPORTIVE SCHOOLS

1. Provide a definition for each of the overview terms using your own
words.
i. Engagement- School engagement Is a vital part of creating a
positive school climate and building academic success.
Engagement is produced through opportunities and events for
student. Those opportunities and events should include the
participation of the school, have respect for diversity, and include
relationships.to gain skills, ways to feel safe in their school
environment, and ways to cope.
ii. Safety- School safety is what is perceived and or experienced by
the community, students, and etc. about how secure the school
and related activities are. The security of a school is heavily
influenced by the positive and negative behaviors of personnel
and students in the school. A schools safety is both physical
safety and emotional safety. Another factor of a schools safety is
 the presence of substance use during school and school related
activities.
iii. Environment- The school environment includes all of the
different aspects of a school, those aspects are academic,
physical building, physical and mental health services, location
of the school within the community, and the disciplinary
procedures. The school environment also considers how much
the school promotes student health and safety.

2. Comprehensively describe the benefit of the Comprehensive

Resources section and how teachers can use these in their classroom.
Select one of the resources to use as an example in your explanation.
i. The comprehensive resources section provides standards aligned
resources for teachers. In this section, you can search by
keyword, or grade. The resources are organized by title, you can
also view the type of resource and the grades that it is used for
before even clicking on it. I clicked on the National School
Safety Website resources. This resource is designed for
kindergarten-12th grade. There is a description of the source, the
resources that is provided under the National School Safety
website is a website. On this website, there is a lot of information
about preventing crime in the school and training. A teacher
should view this website and get training in how to keep crime
out of the school. This will benefit the teachers safety and the
students safety. A teacher could also view this and discuss the
affects with the school administrators about how this is necessary
to implement. This is just one example of ways a teacher could
use one of the resources described under the comprehensive
resources. There are a number of other types of ways to assist
educators.

3. Provide an explanation of Act 126. Why do we have it?

i. Act 126 is part of the child abuse recognition and reporting act.
This act requires everyone who has contact with children to
participate in training for at least three hours every five years.
There are required topics that a person must be trained in. We
have ACT 126 to train people who have contact with children on
signs of child abuse to ensure every students safety.

4. Comprehensively describe the benefit of the Early Warning System

section and how teachers can use these in their classroom.
i. It is extremely important for educators to know the Early
Warning System section and how to implement it in their
classroom. The early warning system is designed to identify
students who are at risk, build a district specific interventions
library, increase student success rate, goals for student
 achievement, and improve community partnership and support
schools. This a free online tool that is voluntary and available to
all local education agency. The early warning system builds upon
existing data to create a system that will help schools achieve all
of the previously mentioned goals.

z. My SAS Tools Directions (You will need to create a free SAS account) (You
do not need a code to create an account-ignore this request)

QUICK CHECK ASSESSMENT: My SAS Tools

a. Click on My SAS Tools on the top right-side of your screen

b. Click on My Profile and create a profile (you are not required to

upload a picture). Print out a copy of the published profile page.

i. See attached
 c. Select one question from below and write a response to it on your
newly created Website.

Where can you change your password or update personal information on

the Portal?

You can change your password or update your personal information in the
My SAS tool section. This section allows you to change and update your
personal information like your email, position, organization. In this section,
you can also save your preferences to the content that you are teaching which
will allow you to quickly search for information that is related to your content.
You can change all of this information in the profile section of the "My SAS
Tools" section.

How will the ePortfolio support your instruction and student

achievement?
Thinking about your own classroom or role in the district, brainstorm
some benefits to creating and using a Website?
o In my future classroom, there are a few ways I would use the benefits
of creating my own website. One of the benefits of creating your own
website is that everything is personalized to you and your needs.
Making the website personalized will ensure that the content I am
viewing is related to my classroom. This will help me easily find
information, materials, and resources when creating a lesson, or unit.

What purpose(s) do you want to achieve through the use of a classroom

 Website?
What are some of the benefits to joining a Professional Learning
Community? (see the Communities tab)
How do you see yourself using the My Communities tool to support your
instruction?

d. Print out a screen shot of your new Website with the response to the
question.

Note: The Pennsylvania Department of Education (PDE) has generated and

assigned a new 7-digit Professional Personnel ID for all certified educators in the
Teachers Certification System (TCS) database. However, you will not need a PPID
to complete this assignment. Continue with the assignment to bypass the requested
PPID.